Private School

Inspection Report

Emirates Falcon International School

Academic Year 2015 2016

Page 1 of 18

Emirates Falcon International School

Inspection Date

26 29 October 2015

Date of previous inspection

20 23 January 2014

General Information

Students
Total number of
students
Number of children
in KG

School ID

153

Opening year of
school

2007

Principal

Antwaneet Nasrallah

Number of students
in other phases

School telephone

+971 (0)3 780 6668

Age range

School Address

Al Ain, Falaj Hazza,

P.O. Box 68338

Grades or Year
Groups

KG Grade 12

Official email (ADEC)

emiratesfalcon.pvt@adec.a
c.ae

Gender

Mixed

School Website

falconschool.somee.com

% of Emirati
Students

74%

Fee range (per

annum)

AED 20,000- AED 27,500

Largest nationality
groups (%)

1. UAE (74%)
2. Jordan (7%)
2. Syria (6%)

Licensed Curriculum
Main Curriculum

American

Other Curriculum

760
141
Primary 384
Middle 179
High
56
3 years 8 months to 17
years

Staff
Number of teachers

77

Number of Teaching
Assistants (TAs)

External Exams/
Standardised tests

CCS MAP tests , External

Measurement of Student
Achievement (EMSA)

Teacher-student
ratio

1:14 KG/ FS
1:9 Other phases

Accreditation

North Central Association

(NCA) Advanced

Teacher turnover

13%

Page 2 of 18

Introduction
Inspection activities
4

Number of inspectors deployed

Number of inspection days

100

Number of lessons observed

Number of joint lesson
observations

Number of parents
questionnaires

Details of other inspection

activities

87; (return rate: 13.5%)

Inspectors conducted several meetings with the
principal, senior staff, middle leaders, teachers,
support staff, students, parents, and Board members.
They analysed test and assessment results, scrutinised
students work across the school, and considered
many of the schools policies and other documents.
School

School Aims

To develop a readiness for life-long learning, a loyalty

to students own culture and religion, and a respect for
those of others.

School vision and mission

To provide high quality learning in an environment that

equips students with a sense of responsibility and selfconfidence.

Admission Policy

The school accepts students from the local area and

from the wider community. There are no specific
requirements for entry to the school.

Leadership structure
(ownership, governance and
management)

The school is overseen by a Board of Trustees. The

senior leadership team comprises the principal and an
academic development director. They are supported by
an extended middle management team.

Page 3 of 18

SEN Details (Refer to ADEC SEN Policy and Procedures)

Number of students
identified through external
assessments

Number of other students

identified by the school

10

10

Visually impaired

Hearing impaired

Multiple disabilities

SEN Category

Intellectual disability
Specific Learning
Disability
Emotional and Behaviour
Disorders (ED/ BD)
Autism Spectrum
Disorder (ASD)
Speech and Language
Disorders
Physical and health
related disabilities

G&T Details (Refer to ADEC SEN Policy and Procedures)

G&T Category

Number of students
identified

Intellectual ability

Subject-specific aptitude (e.g. in science, mathematics,

languages)

25

Social maturity and leadership

25

Mechanical/ technical/ technological ingenuity

15

Visual and performing arts (e.g. art, theatre, recitation)

20

Psychomotor ability (e.g. dance or sport)

50

Page 4 of 18

The overall performance of the school

Inspectors considered the school in relation to 3 performance categories

Band B

Satisfactory (Acceptable)

Band C

In need of significant improvement (Weak or Very Weak)

(B)

High Performing

Satisfactory

Acceptable

Band B

Good

Band A

Very Good

Performance Standards

BAND

Outstanding

School was judged to be:

Acceptable
Band C
In need of significant
improvement

Performance Standard 1:
Students achievement
Performance Standard 2:
Students personal and
social development, and
their innovation skills
Performance Standard 3:
Teaching and assessment
Performance Standard 4:
Curriculum
Performance Standard 5:
The protection, care,
guidance and support of
students
Performance Standard 6:
Leadership and
management

Summary Evaluation:
The schools overall
performance

Page 5 of 18

Very Weak

High performing (Outstanding, Very Good or Good)

Weak

Band A

The Performance of the School

Evaluation of the schools overall performance
Emirates Falcon International provides an acceptable quality of education. Senior
leaders, the proprietor, and governors have set a direction that demonstrates
commitment to UAE national and Abu Dhabi Emirate priorities. They have secured
adequate progress across all performance standards. This is due to an accurate
understanding of the schools strengths and areas for development and a vision
which is shared by the whole school community.
The academic achievement of students in core subjects is now broadly in line with
national and international standards. This is due to the improving quality of
teaching and the curriculum, opportunities to develop a range of learning skills, the
good personal development of students, and strengths in the quality of care and
support which they receive. Leadership and management are strong and provide
the school with stability and clear strategic direction. A range of resources and
suitably designed premises support the effective delivery of the curriculum.
Progress made since last inspection and capacity to improve
All of the inspection recommendations have been addressed carefully, with clear
resulting improvement. The leadership team, with the support of the whole staff,
has laid solid foundations, based upon a common understanding of the schools
priorities. They are passionate about learning and strive for the very best. The
school has made acceptable progress in raising students levels of attainment to
match international and national standards across all subjects. Students
increasingly competent use of English as they move up the school enables them to
access the curricular demands of science and mathematics. Since the last
inspection the school has focused upon the professional development of teachers
to help them see the need for differentiation and a variety of teaching and learning
approaches in their lessons. Although these areas are now part of planning by most
teachers, they are not yet a consistently effective feature of lessons.
The preconditions for accelerated development are now in place. More emphasis
on the monitoring of teaching and learning, effective implementation of curriculum
changes in the classroom, and identification of the factors underlying high
achievement are now required for the school to move to the next stage of
development.
Development and promotion of innovation skills
The school has an increasing focus upon innovation. Students regularly participate
in competitions both locally and within the region. Although this focus is reflected
in curriculum planning, students do not yet have consistent opportunities for active
Page 6 of 18

use of enquiry, critical thinking, creativity and problem-solving skills across all
lessons. Some promising examples of tasks designed to encourage active and
collaborative learning were seen in different subjects and phases and in Genius
Hour for lower school students.

The inspection identified the following as key areas of strength:

senior leaders vision and strategic actions to improve the school

students personal development and their appreciation of Emirati culture
and heritage, and Islamic values
procedures to care for, protect, and support students, including those with
special educational needs, which help keep them safe
opportunities for children in the Kindergarten to become independent
learners
students work ethic, collaboration and independent learning skills
teachers willingness to embrace change.

The inspection identified the following as key areas for improvement:

marking and feedback to students on how to improve their work

adapting the curriculum in lessons to match the abilities of different groups,
especially the gifted and talented
a minority of teachers expectations of what students can achieve
a minority of leaders ability to accurately assess learning in lessons and
provide effective feedback to teachers on how to improve
students writing skills in English, especially those of middle school boys.

Page 7 of 18

Performance Standard 1: Students Achievement

Students achievement Indicators

Islamic
Education

Arabic
(as a First
Language)
Arabic
(as a Second
Language)

KG

Primary

Middle

High

Attainment

Acceptable

Acceptable

Acceptable

Acceptable

Progress

Acceptable

Acceptable

Acceptable

Acceptable

Attainment

Acceptable

Acceptable

Acceptable

Acceptable

Progress

Acceptable

Acceptable

Acceptable

Acceptable

Attainment

N/A

N/A

N/A

N/A

Progress

N/A

N/A

N/A

N/A

Attainment

Acceptable

Acceptable

Acceptable

Acceptable

Progress

Acceptable

Acceptable

Acceptable

Acceptable

Attainment

Acceptable

Acceptable

Weak

Acceptable

Progress

Acceptable

Acceptable

Acceptable

Acceptable

Attainment

Weak

Acceptable

Acceptable

Acceptable

Progress

Acceptable

Acceptable

Acceptable

Acceptable

Attainment

Acceptable

Acceptable

Acceptable

Acceptable

Progress

Acceptable

Acceptable

Acceptable

Acceptable

Attainment

N/A

N/A

N/A

N/A

Progress

N/A

N/A

N/A

N/A

Attainment

Acceptable

Acceptable

Acceptable

Acceptable

Progress

Acceptable

Acceptable

Acceptable

Acceptable

Acceptable

Acceptable

Acceptable

Acceptable

Social Studies

English

Mathematics

Science
Language of
instruction (if
other than English
and Arabic as First
Language)
Other subjects
(Art, Music, PE)

Learning Skills
(including innovation, creativity,
critical thinking, communication,
problem-solving and collaboration)

Page 8 of 18

Students attainment and progress are acceptable and improving across all subject
areas. Evidence from lesson observations, scrutiny of students work and test data
analysis indicate that standards are broadly in line with age-related, national, and
international expectations. Standards have improved in Arabic, Islamic education, and
social studies since the last inspection and are now in line with national expectations.
In English, mathematics, and science, attainment is broadly in line with international
standards, having risen slightly. Students basic skills in speaking, listening, reading,
writing, thinking, and use of information and communication technology (ICT) are
acceptable. An exception is in boys writing skills which are weaker in the middle
school.
Students with special educational needs (SEN) make similar progress to their peers
due to the effective support and monitoring they receive. Those who are gifted and
talented also make similar progress to their peers. They do not yet consistently
receive sufficient challenge across all lessons to help accelerate their learning further.
The gap between boys and girls achievement has narrowed over the last three years
because the school has analysed this carefully and taken effective action. Lesson
observations during the inspection showed no significant overall difference in rates
of progress between girls and boys. The schools rigorous analysis of data on
attainment and progress is focused upon the performance of individual students
rather than upon the monitoring and analysis of the performance of different groups.
Almost all children enter Kindergarten (KG) with little or no English. Priority is rightly
given to personal development and communication skills through language and
literacy. Consequently, most children make acceptable progress in these areas and
are increasingly able to access other areas of the curriculum. Teachers assessment
procedures are thorough and provide detailed assessment information for each child.
Most children are working broadly in line with international age-related expectations
by the end of KG2.
In Islamic education and Arabic, attainment is in line with expectations for schools
following the same curriculum. By the time they reach middle school, for example,
most students are aware of Islamic values and show an understanding of how to apply
these in their everyday lives. What they learn is reflected in their good behaviour. In
Arabic, speaking, listening and reading skills are more developed than writing skills
for most students. In social studies, most students have an age-appropriate
understanding of the history and geography of the region.
Almost all students learn English as an additional language. Overall, they make
acceptable progress across the school phases. Most acquire confident listening,
speaking, and reading skills, for example reading short stories and poems by the end
of primary school. They express themselves clearly in analysing different kinds of text
Page 9 of 18

and using figurative language by the end of middle school. By Grade 11, most are able
to read different genres, including the works of famous authors and playwrights, with
understanding. Progress in reading has been supported by a focus on effective use of
the well-stocked library and additional support from teachers at the start of the
school day. Progress in writing skills is not as strong, especially for boys in the middle
school, because there are limited opportunities for extended writing.
Most students make acceptable progress in mathematics and science, using their
language skills to grasp new concepts securely. In mathematics, for example, children
can count well and recognise simple shapes by the end of KG, use simple algebraic
formulae by the end of primary school, and work out formulae for finding number
patterns by the end of middle school. In high school, they are able to solve
appropriately complex problems, for example in multiplying factors within equations.
In science, students demonstrate an understanding of the scientific process in
experiments and practical work such as dissection. They use appropriate scientific
vocabulary accurately, for example in discussing the difference between instinct and
behaviour.
Students development of independent and collaborative learning skills is acceptable.
When they are required to work independently or with their peers most do this with
diligence and maturity. These opportunities are not yet consistent across all lessons.
ICT skills across the school are developed well, because students regularly use the
well-equipped computer laboratory, as well as having access to robotics equipment
in the Saturday Club, and iPads for use in classrooms.
Students are making acceptable progress in developing their learning skills, including
those of critical thinking, problem-solving, use of learning technologies, and
collaboration skills. In the best lessons and in some activities outside lessons, they are
given well-judged opportunities to work independently, collaborate with their peers,
pursue lines of research, and use digital technology to support, enhance or extend
their learning. Opportunities of this kind are not yet of consistently high quality across
the school.

Page 10 of 18

Performance Standard 2: Students personal and social development,

and their innovation skills
Students personal and social development, and
their innovation skills Indicators

KG

Primary

Middle

High

Personal development

Good

Good

Good

Good

Understanding of Islamic values and awareness of

Emirati and world cultures

Good

Good

Good

Good

Social responsibility and innovation skills

Good

Good

Good

Good

The personal development of students is good. Because they enjoy school, the
students demonstrate a consistently positive attitude towards school life and their
learning. Children in KG and Grade 1 are lively and enthusiastic learners. Relationships
between staff and students are a strength of the school. Almost all students show
high levels of respect for each other and their teachers, courtesy towards visitors, and
a well-developed sense of right and wrong. This is largely due to effective modelling
by teachers, the care they demonstrate towards their students, and the whole school
emphasis on together being part of a learning family.
Almost all students say that they feel safe in school and that bullying is rare. The
schools policy on behaviour emphasizes the role of rewards, and sets out clear values
and rules that almost all students appreciate and follow. Consequently behaviour is
good. Attendance, at 95%, is also good because the majority of students recognise the
link between their attendance and achievement.
Most students have an awareness of how to live healthy lifestyles. They recognise the
importance of eating healthily and exercising regularly, and participate in activities
which promote their physical fitness and well-being.
Students possess a clear appreciation and understanding of Islamic values and their
heritage and culture because the school takes every opportunity to celebrate these.
This is done for example, through assemblies and regular activities in a specially
erected traditional Arab tent that contains artefacts from Emirati culture. Students
clear understanding of Islamic values is accompanied by a developing understanding
and respect for the views and needs of others who live in cultures different from their
own. This is strengthened by activities such as culture days and opportunities for
independent research.

Page 11 of 18

Most students have a positive work ethic and are developing independent and
innovative skills well because they enjoy these aspects of their learning. They assume
responsibility willingly, for example in helping younger students in lessons and at
break, in representing their peers on the School Council, and in ensuring the school
environment is kept clean.

Performance Standard 3: Teaching and Assessment

Teaching and Assessment Indicators

KG

Primary

Middle

High

Teaching for effective learning

Acceptable

Acceptable

Acceptable

Acceptable

Assessment

Acceptable

Acceptable

Acceptable

Acceptable

The quality of teaching has improved since the last inspection and is now acceptable.
This is due to a sustained focus on professional development. Most teachers have
secure subject knowledge, which ensures they are well prepared for lessons. They
plan their lessons appropriately so that their knowledge is shared clearly and at a
suitable level with students, using pertinent examples to help them understand. In
most lessons, positive relationships and a range of questions, teaching strategies and
resources ensure most students are appropriately challenged and supported. As a
result, they make acceptable progress. Where a minority of teachers rely too heavily
on textbooks, students have insufficient opportunity to make choices about their
learning or to learn independently.
In a minority of lessons, teachers set higher expectations for their students and
challenge them to give thoughtful and considered responses to probing questioning.
Consequently, the students respond with heightened interest and make good
progress in their learning. In a Grade 3 science lesson on adaptation for example,
careful questioning by the teacher on the differences between instinct and behaviour
resulted in high levels of engagement and thinking from almost all students.
Professional development for teachers has made all aware of the different abilities
within their class. Most teachers plan to match learning activities to the needs of
three broad bands of ability. Some achieve this successfully, but this practice is not
fully established. Consequently the most able and gifted and talented students do not
consistently receive sufficient challenge, and less able and SEN students sometimes
lack the support they need.

Page 12 of 18

Professional development has also focused upon making teachers aware of ways of
developing students critical thinking, problem-solving, innovation, and independent
learning skills. In a few lessons, students are given exciting opportunities to solve
problems, think critically, and approach a challenge creatively. For example, in a
Grade 9 mathematics lesson, all students became totally engrossed in attempting to
produce a solution to the challenge of using two unscaled containers of different
quantities of water to measure out one cup of water exactly. Although most teachers
consider these skills in their planning, they are not consistently established in
classroom practice. A minority of teachers are overly directive and do not allow
students to take ownership of their own learning.
Assessment is acceptable. The school keeps extensive records of the progress of
individual students in developing their skills. Classroom assessment practice is
securely based upon curriculum rubrics. Information from standardised assessments
provides an accurate baseline from which to measure progress. Assessment of
different students progress during the course of a lesson is not established practice.
Students have limited involvement in assessing their own work or that of their peers
in order to identify the next steps in their learning. Marking is not used consistently
to provide comments which help students to improve their work.

Performance Standard 4: Curriculum

Curriculum Indicators

Curriculum design and implementation

Curriculum adaptation

KG

Primary

Middle

High

Acceptable

Acceptable

Acceptable

Acceptable

Good

Acceptable

Good

Good

The design, implementation, and adaptation of the curriculum is acceptable overall.

The curriculum is broad and balanced to Grade 9 and effectively follows the schools
licensed curriculum and national requirements. Additional opportunities which
include music, art, physical education (PE), ICT and French enrich students learning.
Careful planning ensures that there is continuity and progression across the different
phases of the school. Consequently the curriculum meets the needs of a large
majority of students.
The KG curriculum provides a broad spectrum of curricular experiences. The children
have opportunities for free play, investigation, creativity and exploration. There are
fewer opportunities for child-initiated activities. The MoE curriculum planning and
Page 13 of 18

delivery provides structure and support for those subjects taught in Arabic. The
curriculum for non-Arabic subjects is based upon the use of the American Common
Core Standards (CCS). Staff are well trained and confident in use of the relevant
rubrics for measuring students progress. A modified curriculum has recently been
developed using systematically planned topics to link subjects and challenge different
groups of students. It is still a work in progress as not yet fully embedded. As a result,
it has had limited impact in improving students learning through linking ideas
between subjects and developing their critical thinking. Its impact upon the personal
development and achievement of students has yet to be reviewed by senior staff.
From Grade 10 onwards students study Arabic, English, mathematics, ICT, business
studies and the sciences. In addition they have time to further develop their literacy,
numeracy and research skills. Curriculum options for older students are limited to a
choice between biology and business studies.
Students enjoy and respond positively to the variety of community links and extracurricular activities available, including chess and a range of sports clubs. Their
academic and personal development is enhanced as a result. The curriculum is
particularly strong at fostering students understanding of Emirati culture and UAE
society. National Days, for example, are celebrated with great joy, and students
regularly visit the Arab tent and its artefacts at the front of the school to take part in
different activities related to Emirati culture.

Performance Standard 5: The protection, care, guidance and support

of students
The protection, care, guidance and support
of students Indicators

Health and safety, including arrangements

for child protection/ safeguarding
Care and support

KG

Primary

Middle

High

Acceptable

Acceptable

Acceptable

Acceptable

Good

Good

Good

Good

The protection, care, guidance and support of students are good overall, with many
strengths. The school has a very positive ethos that ensures a sense of belonging. This
is a key feature of the leadership style and permeates the whole school. Assemblies
constantly reinforce the sense of community. Both students and teachers feel valued
as a result.

Page 14 of 18

Students benefit from high levels of care from all adults. They feel safe in school and
there are few instances of bullying. The whole school approach to improving
behaviour and developing positive attitudes using a reward system is followed by all
staff. As a consequence, management of behaviour is very effective.
A precise and accurate child protection policy is in place and procedures are
understood and followed by staff, students, and parents. The clinic is fit for purpose.
Staff are attentive to the safety of students when they use school transport. All
visitors are signed in and given a visitors badge to clearly identify them to others
around the school.
The school is well maintained. Supervisors check the building regularly and report any
issues to the maintenance manager. As a result, the current buildings provide a safe
physical environment which is fit for purpose for all. Secure systems are in place to
monitor attendance and punctuality, with rigorous procedures to follow up persistent
late arrivals and absentees. These, together with the positive system of rewards,
result in good attendance and generally good punctuality, although this can be
variable due to late arrival of buses.
The school has effective systems to track academic progress. Thorough systems are
used to identify students with SEN and almost all are promptly and effectively
supported. As a result they make personal and academic progress in line with their
peers. Gifted and talented students are identified effectively and a range of
opportunities are provided to support them in their development. These include roles
in the Student Council, ICT access, a range of activities in sports and the performing
arts, and the Genius Hour in which they carry out project work related to world
issues.
The well-being and personal development of students are routinely monitored. As a
result, effective personal guidance and support is provided, and appropriate advice is
made available on future careers, for example through visits to universities in the
region. The social worker is making a positive impact and now encourages older
students to think widely and creatively about their career choices. The school
promotes safe and healthy living through the curriculum, although this could be
planned more systematically. Students are provided with appropriate opportunities
for prayer.

Page 15 of 18

Performance Standard 6: Leadership and management

Leadership and management Indicators
The effectiveness of leadership

Good

Self-evaluation and improvement planning

Good

Partnerships with parents and the community

Good

Governance

Good

Management, staffing, facilities and resources

Acceptable

Leadership and management are good. The principal, strongly supported by senior
and middle leaders, provides strong, principled and effective leadership. School
leaders, the proprietor and governors together share a common vision for high
standards and sustained improvement. As a result, the whole school family has a
clear sense of direction. Relationships between staff are professional and effective
and morale is high.
Leaders have successfully addressed all the recommendations of the last inspection
report, resulting in improvements in teaching, leadership, and achievement. There
have also been significant improvements in students personal development and the
curriculum since the last inspection. The protection, care, guidance and support of
students have improved and show many strengths. The self-evaluation (SEF)
undertaken last academic year used evidence available at the time. The current school
development plan (SDP) makes use of more recent evidence and correctly pinpoints
the strategies that are likely to bring about further improvement. It identifies
appropriate timelines, costing, and mechanisms for monitoring and evaluation. The
associated school action plan, prominently displayed in the entrance area, provides a
clear indication to all staff of the progress currently being made. This clearly
demonstrates that senior leaders have the insight, resource and determination to
move forward.
The regular professional development programme is targeted on the specific needs
of staff and its results are regularly monitored. Some of the impact of the programme
is lost when staff move on to other schools or positions. The effectiveness of
processes for the formal observation of lessons is improving. Middle and senior
leaders undertake regular lesson observations. This is having positive impact upon
quality. Occasionally, recommendations for improvement following lesson
observations lack clarity.

Page 16 of 18

The school has developed strong links with its parents. Their views are actively sought
and considered when shaping school improvement priorities, and effective
communication strategies keep them informed about their childrens achievements
and personal development. As a result, parents are very supportive of the school and
appreciate the quality of care it provides.
Governance is strong and well informed, and brings a range of expertise to support
and challenge school leaders.
The school makes regular contributions to the local community, working for example
with a number of similar schools to coordinate professional development of staff and
the setting, marking and moderation of assessments. It also hosts and takes part in a
number of competitions, for example a reading and writing competition for students,
parents and staff, and an Unlimited Creativity competition with other schools in
which students teach a lesson to two members of staff.
The day to day management of the school is well organized and impacts positively on
students achievements. The school is appropriately staffed with suitably qualified
staff members who benefit from regular professional development, although at the
time of the inspection not all had received formal approval from ADEC in response to
school requests. School leaders responded promptly and appropriately when this
issue was raised on the inspection. Premises are well designed with specialist facilities
including a high quality library, science and IT laboratories, and a new, high quality KG
facility which supports a learn while playing focus. These resources support the
effective delivery of the curriculum.

Page 17 of 18

What the school should do to improve further:

1.

Improve the marking and feedback to students on how to improve their

work by:
i. regularly marking work
ii. drawing on the Common Core assessment rubrics to provide
students with specific feedback on what they have achieved and
next steps to improve further
iii. developing students skills in self and peer marking.

2.

Adapt the curriculum in lessons to match the abilities of different groups,

especially the gifted and talented, by:
i. ensuring the quality of differentiated activities in lesson plans is
consistent across the school
ii. using questioning to assess students progress during lessons and
adapting their tasks where necessary.

3.

Increase teachers expectations of what students can achieve by:

i.
encouraging constant checking of students understanding
and progress during lessons and providing further challenge when
appropriate
ii.
sharing best classroom practice amongst staff, for example
through the use of peer observation.

4.

Improve leaders ability to accurately assess learning in lessons and

provide effective feedback to teachers on how to improve by:
i. focusing more in lesson observations on the learning and progress
different groups of students make in relation to their capabilities
ii. identifying appropriate tasks which teachers can use successfully
to meet a range of student needs.

5.

Improve students writing skills in English, especially those of middle school

boys, by:
i. providing more opportunities for extended writing
ii. increasing opportunities to write in different subjects for a variety
of purposes.

Page 18 of 18